Teacher: Taryn Geroche

Date: 04/15

School: Conrad Ball Middle School

Grade Level: 6

Title: Samples and Populations

Content Area: Math

Lesson #:_4_ of _11_

Content Standard(s) addressed by this lesson:

CCSS.MATH.CONTENT.7.SP.A.1
Understand that statistics can be used to gain information about a population by examining a sample of
the population; generalizations about a population from a sample are valid only if the sample is
representative of that population. Understand that random sampling tends to produce representative
samples and support valid inferences.
Objective:

Explain the relationship between a population and its representative samples.

Critique possible samples to determine the best, most plausible samples to survey in order to
represent the population.
Learning Target:
I can: create a sample that is fitting for a given population.
This means: I understand the relationship between samples and populations.
List of Assessments:
Formative: Do Now question on Monday 04/18
Summative: Pre-Test and Post-Test

Planned Lesson Activities

Name and Purpose of
Lesson

Approx. Time and

Materials

Samples and Populations

The purpose of this lesson is for students to understand the full
process of gathering data from a sample to make an informed
inference about a population. This cycle is fundamental to the
students project.
Approximate Time: 1 day = 70 min
Materials: Do Now sheets and flipchart, samples and populations
worksheet

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Do Now

The do now is a reminder of what we learned earlier in the week, but

with not quite as many hints, so that eventually students headed down
this path will be able to solve for the mean absolute deviation without
amy clues at all.

Procedures

Do Now: 15 min
Students know to start the Do Now as soon as class starts. Teacher
lets students work for about 10 minutes, then goes over the answers
with the class, allowing students to share their answers.
Samples and Populations worksheet:
1) As a class, we read through Problem 1 to start seeing some of
the vocabulary. (5 min)
2) Students spend a few minutes working with those around
them, answering the questions. Then, the class comes back
together while the teacher draws a web to illustrate all of the
relationships going on in the statistics vocabulary. Students
are to listen and copy down the web on their paper. This is
what will help students understand the big picture. (20 min)
3) Students continue working on the worksheet, with the help of
their partners or the teacher when necessary. (25 min)
Closure: Class review (5 min)

Closure

To close we will have a quick class discussion to recap what we

learned. We will answer the questions,
What is a representative sample?
Why can a sample be used to represent a population?
Create a population/sample to share with the class

Differentiation

Students can work with those around them for help. Those who need
extra help understanding the web or the statistical questions will get
help from the teacher. The teacher can ask extra challenge questions
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for those who are completing the packet quickly and easily.

Management

Classroom expectations are the same as ever you must be working

during work time and listening if someone else is talking. We will
continue to use the sticky note and tally system.

Reflection
The students are starting to understand the big picture. This lesson worked really well at this
point in the unit because it starts to bring everything together why we ask statistical questions,
who we ask them to, etc. It is good to have all of the vocabulary introduced to us so that we can
speak precisely. If I were to teach this lesson again, I might change this lesson into a different
format, just because Ive been doing worksheets and work time all week long.

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